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Becky McCoy

Lesson Title: Digestion/Absorption of Nutrients Timing: 44 minutes

Target Audience:
7th grade general science course

Objectives:
Students Will Be Able To:
• Use LGL literacy strategy to learn more about the nutrient absorption process.
• Demonstrate understanding creatively through a student-made dance.
• Deepen knowledge of digestive system by expanding vocabulary.
• Work together in groups to produce a final project.

The Teacher Will Be Able To:


• Provide students’ with varied levels of literature regarding digestive enzymes.
• Allow students to demonstrate understanding in creative ways.
• Encourage students’ collaboration.

Standards Assessed: New York State Standards for Middle School Science
1.2a Each system is composed of organs and tissues which perform specific functions and interact with
each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination,
reproduction, and protection from disease.
1.2b Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste
removal.
1.2c The digestive system consists of organs that are responsible for the mechanical and chemical
breakdown of food. The breakdown process results in molecules that can be absorbed and transported to
cells.

Misconception(s) Addressed: n/a

Prior Knowledge: Cells, Circulatory System, & Respiratory System Units; some Digestive System
courses

Aim: To describe the process of digestion and absorption based on the enzymes and other chemicals
involved.

Concept Map Vocabulary: n/a

Necessary Preparation:
COPIES
• Copies of articles for each table

MATERIALS
• White paper
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• LGL Instructions Sheet


• Sample LGL from Respiratory Systems Unit
• Document Camera

SET UP
• Have the document camera ready
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Lesson Plan

Aim: To describe the process of digestion and absorption based on the enzymes and other chemicals
involved.

Physics Push-Up: Notebook Update (3 minutes)


Students write down the homework assignment and Science Fact of the Day.

Activity: Food Absorption Reading and LGL (25 minutes)


Materials:
• Copies of articles for each table
• White paper
• LGL Instructions Sheet
• Sample LGL from Respiratory Systems Unit
• Document Camera

Procedure:

Spend a few minutes reviewing what students learned in the last few classes. This will include the major organs
involved in the digestive system and their roles:
• Esophagus – tube food travels through to get to the stomach from the mouth.
• Stomach – mechanical and chemical digestion occur.
• Small Intestines – nutrients are absorbed through the intestinal walls.
• Large Intestines – water is absorbed from waste.
• Liver – blood is filtered. Glucose and bile are produced. Vitamins are stored.
• Kidney – blood is filtered and urea is produced from ammonia.
• Gallbladder – bile is stored until needed.
• Pancreas – hormones, enzymes, and insulin are produced to regulate the body.

Explain to students that each table is going to get a few articles. As they read, students should circle words they
have never seen before. Once everyone has completed the reading and circling of words, students should
complete an LGL chart similar to what was done in the respiratory system unit.

Show students the class-made LGL chart from the respiratory system unit and remind them how to create the
chart. These instructions should be shown on the document camera using the LGL Instructions Sheet below.
1. List all the new vocabulary words in the first column.
2. Group the listed vocabulary into logical groups.
3. Label the groups accordingly.

Give students 10 minutes to read and 5 minutes to create their LGL.


Becky McCoy

Activity Summary: Food Absorption Dance (15 minutes)


Using the knowledge they have from the unit so far, students should create a dance with their table that shows
the processes of food absorption by the body. Then each group should show the class their dance.

Homework: Worksheet (1 minute)


“How is food absorbed by the body?” Worksheet

Exit Strategy:
Hand in LGL worksheets on the way out.

Extension Activity: Brain Pop


Watch the “Digestive System” Brain Pop: http://www.brainpop.com/health/bodysystems/digestivesystem.
If time allows, answer the quiz questions.

Assessment:
Formative:
• LGL Charts
• Student-made dances
• Student questions and discussions

Resources:
Concepts and Challenges in Life Science, published by Globe Fearon
Human Body Systems, published by Glencoe Science
Atlas of the Body, published by Time and Rand McNally
Exploring the Human Body, by Ed Catherall

Notes & Adaptations:


Becky McCoy

LGL Instructions Sheet:

LIST all the new vocabulary words in the first


column.
GROUP the listed vocabulary into logical groups.
LABEL the groups accordingly.